K-12 Blended and Online Learning

Name of Unit/Course:
Overall Unit Information (Required for MOOC participants)

Self-Check

Unit or Course
Goal(s)

This lesson would a unit lesson of the events of the cold war. To start we would review
how WWII ended and the political fallout. Then I would have the students create a foldable
note in which they would start a paper time line and record the various events of the cold
war. Then throughout the lesson they would go to timeglider.com and create a timeline
with a brief synopsis of every event and pictures, due at the end of the unit. I would also
lecture using Microsoft power point which has bulleted information about the cold war and
images I have used from my google searches. I would then using Youtube.com show the
History of the U.S. (portion on the cold war), Crash Course U.S. History (Cold War), and a
short video on History.com (Cuban Missile Crisis and Bay of Pigs). Following the video on
Cuban Missile Crisis I would have the students to go Edmodo.com and put a blog post
discussing whether or not they would have invaded Cuba finding an article to support their
research. We would also have a blog post discussing whether or not they wouldve taken
the troops out of Vietnam and or left them in, they would use the articles that I highlighted
and noted using Diigo.com to support their views. In both blog post they would need to
reply to 2 other students post using proper netiquette and providing proper feedback.
Finally we would use plickers.com and usatestprep.com to prepare for the test on the unit.

See A1

Standards

Name of standards: Georgia Performance Standards

Link to standards: Georgia Standards
Location information: Chestatee High School
Grade/Year: 10th & 11th Grade (15-17 years old)
Subject: Social Studies
Standard (as written): SSUSH20: The student will analyze the domestic and international
impact of the Cold War on the United States.

See A2

Lokey-Vega (2014)

K-12 Blended and Online Learning

Learner
Characteristics

These learners are 10th and 11th graders in a suburban Georgia high school.
Non-native English speakers: 30%
Special Education or IEP: 35% of students
Countries: Students represent 5 different countries
SES: 55% students live in low socio-economic homes
TESTING: 75% of students met expectations in 7th grade Social
Studies tests

See B1

Technology
requirements

Internet connected computer

Timeglider Account
Microsoft Power Point
Diigo Account
Plickers cards and Account
Usatestprep Account

See D5

Prerequisite
Skills

10th grade reading proficiency (differentiation provided)

Power Point for lectures
Safe and effective Internet research and navigation (information
literacy skill)
PC computer use
Telephone communication skills
Synchronous communication software skills
How to use Diigo for research

See A4 & D6

Introductory
Communication
Plans

The introduction of the lesson would occur over a synchronous session or live class
discussion. The lesson and rubric would also be on the website and the link would be sent
to them via text message using Remind. We would also have blog discussions and posts
between the students and between student and teacher. We would also have groups in
class that we would use daily and I would walk around and talk with them as well and
discuss how their group is doing. This would be done via webcam if this was all online.

See A4 B9 & B10

Universal Design
Principles
Considered

Multiple forms of representation: webpages, videos, Power Point,

textbook
Multiple forms of expression: quizzes, blogs, discussion forums,
Time lines
Multiple forms of engagement: phone, webcam, group discussion

See B4

Lokey-Vega (2014)

K-12 Blended and Online Learning

Number of
Modules or
Weeks

This would be a 3 week unit or module in which at the beginning of the week we would
have a class lecture and discussion. We would have dedicated time throughout the week
for computer work for the timeglider.com and videos. We would finish with a review and
usatestprep.com where the unit test would be.

See A3

Module 1 Plan (Note: module and lesson used interchangeably) (Required for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

SSUSH20: The student will analyze the domestic and international impact of the Cold War
on the United States.
To understand the origins of the cold war and how it relates to the end of WWII. Students
would make a foldable notes to help organize the origins of the Cold War. Students will
post on discussion forums discussing how the cold war could have been avoided.

Module
Assessment(s)

1. Module Quiz
2. Discussion forum to discuss how the cold war could have been avoided and through
this will show how students understand the beginning of the Cold War.
3. Rough draft of timeline using timeglider.com

See A2 A3 C1 C2 &
C5

Description of
Learning
Activities

1. Students will first answer this question to tie in prior knowledge and lead into the
new lesson: How did World War II lead to the Cold War?
2. Students will create a foldable and follow along with the lecture PowerPoint and
have the causes of the Cold War on the foldable
3. Watch 2 short videos: Crash Course U.S. History (Cold War) and History of U.S.
(Cold War)
4. Students will post a blog post discussing how the Cold War couldve been avoided
and reply to 3 other students.
5. Students will begin working on timeglider.com to create their interactive timeline.

See A2 A3 B3 B4 &
B10

Formative
Evaluation &
Feedback

1.
2.
3.
4.

See A3 C1 C3 & C5

Lokey-Vega (2014)

In class discussion and questions

Blog reflection and participation
Module quiz
Preview of rough draft of time line

K-12 Blended and Online Learning

Physical
Learning
Materials

America: Pathways to Present. Upper Saddle River, NJ: Prentice Hall, 2005. Print.
Paper
Pen
Folder

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

Lecture Power Point

Crash Course U.S. History (Cold War)
History of U.S. (Cold War)
Timeglider.com

See A3, A9, B1, B4,

& B6

Plans for
Differentiation

In order to differentiate the lesson the first thing I do is group students based upon their
levels on my test. Students with higher grades sit with students with lower grades with the
concept that they will help students out. Also as I lecture students who need more
assistance will be provided slotted notes, while my students who can handle it will write it
out. As well as using the blog post on Edmodo to allow the students to share ideas and
help educate each other further with details from new articles to help support their ideas.
Finally I would have the students research their articles from newsela.com to help lower or
raise the Lexile level.

See B1 B4 & B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Module 2 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

SSUSH20: The student will analyze the domestic and international impact of the Cold War
on the United States.
To understand the origins of the cold war and how it relates to the end of WWII. Students
would make a foldable notes to help organize the origins of the Cold War. Students will
post on discussion forums discussing how the cold war could have been avoided.

Module
Assessment(s)

Description of
Learning
Activities

Formative
Evaluation &
Feedback

1. Module Quiz
2. Discussion forum to discuss how the cold war could have been avoided and through
this will show how students understand the beginning of the Cold War.
3. Final timeline using timeglider.com

See A2 A3 C1 C2 &
C5

Students will take notes and answer questions about the various events in the Cold
War
Watch 2 short videos: Youtube videos on Cuban Missle Crisis and Bay of Pigs
Students will post a blog post discussing why Russia brought missles into Cuba and
why they took them out?
Students will finish working on timeglider.com to create their interactive timeline.

See A2 A3 B3 B4 &
B10

In class discussion and questions

Blog reflection and participation
Module quiz
Final time line

See A3 C1 C3 & C5

Physical
Learning
Materials

America: Pathways to Present. Upper Saddle River, NJ: Prentice Hall, 2005. Print.
Paper
Pen
Folder

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

Lecture Power Point

Youtube (Bay of Pigs)
Youtube (Cuban Missle Crisis)
Timeglider.com

See A3, A9, B1, B4,

& B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Plans for
Differentiation

Lokey-Vega (2014)

In order to differentiate the lesson the first thing I do is group students based upon their
levels on my test. Students with higher grades sit with students with lower grades with the
concept that they will help students out. Also as I lecture students who need more
assistance will be provided slotted notes, while my students who can handle it will write it
out. As well as using the blog post on Edmodo to allow the students to share ideas and
help educate each other further with details from new articles to help support their ideas.
Finally I would have the students research their articles from newsela.com to help lower or
raise the Lexile level.

See B1 B4 & B6

K-12 Blended and Online Learning

Module 3 Plan (Optional for MOOC participants)

Self-Check

Module
Objective(s)

See A1 & A2

SSUSH20: The student will analyze the domestic and international impact of the Cold War
on the United States.
To understand the origins of the cold war and how it relates to the end of WWII. Students
would make a foldable notes to help organize the origins of the Cold War. Students will
post on discussion forums discussing how the cold war could have been avoided.

Module
Assessment(s)

Description of
Learning
Activities

Formative
Evaluation &
Feedback

Plickers Review
Discussion forum to discuss why the U.S. didnt win the Vietnam War and What caused
the end of the Cold War
USAtestprep.com Test

See A2 A3 C1 C2 &
C5

Students will take notes and answer questions about the various events in the Cold
War
Watch short video: Youtube video on Vietnam
Students will post a blog post discussing why the U.S. didnt win the Vietnam War and
what caused the end of the Cold War?
Plickers review game over the entire material

See A2 A3 B3 B4 &
B10

In class discussion and questions

Blog reflection and participation
Plickers review
USAtestprep.com test

See A3 C1 C3 & C5

Physical
Learning
Materials

America: Pathways to Present. Upper Saddle River, NJ: Prentice Hall, 2005. Print.
Paper
Pen
Folder

See A3, A9, B1, B4,

& B6

Digital Learning
Objects

Lecture Power Point

Vietnam
Plickers
USAtestprep

See A3, A9, B1, B4,

& B6

Lokey-Vega (2014)

K-12 Blended and Online Learning

Plans for
Differentiation

Lokey-Vega (2014)

In order to differentiate the lesson the first thing I do is group students based upon their
levels on my test. Students with higher grades sit with students with lower grades with the
concept that they will help students out. Also as I lecture students who need more
assistance will be provided slotted notes, while my students who can handle it will write it
out. As well as using the blog post on Edmodo to allow the students to share ideas and
help educate each other further with details from new articles to help support their ideas.
Finally I would have the students research their articles from newsela.com to help lower or
raise the Lexile level.

See B1 B4 & B6